And Now Presenting…! How Dramatic Arts Integration Increases EL Students’ Use of Academic Language in the Classroom

And Now Presenting…! How Dramatic Arts Integration Increases EL Students’ Use of Academic Language in the Classroom

Now create a skit!

In their paper, “The Influence of Classroom Drama on English Learners’ Academic Language Use During English Language Arts Lessons,” Alida Anderson and Sandra M. Loughlin investigate the effect of classroom drama (aka dramatic arts integration) on English Language learners’ use of academic language in class.

Anderson and Loughlin note that contextualized language-learning tasks, such as dramatic arts-based activities, have a powerful effect on students’ acquisition of academic language, as these types of activities support “connections between concepts and language expression” (265). However, decontextualized language instruction is often the norm in ELA classrooms, in which “language-learning tasks…are removed from immediate or accessible meaning beyond the language itself” (266). Yet there is a powerful case for contextualized learning environments, given that they “foster academic language proficiency through discovery and experiential approaches that integrate basic communication skills, new information, procedures, tasks, as well as vocabulary, structures, and functions in academic discourse” (267). In this learning environment, teachers would provide “action-based language opportunities” that enable “collaboration, discussion, and planning” (267).

Teaching Vocabulary in High School Social Studies Classes: General Academic Terms are Overlooked

Vocabulary Instruction in High School Social Studies Classes: General Academic Terms are Overlooked

For the last 20 years, there has been almost no change in students’ measured achievement in the area of social studies in grades 4-12 (273). According to the National Assessment of Education Progress (NAEP), only 45% of American 12th graders score at or above the basic level for social studies content, as they have for decades (273). In their paper, “An investigation of high school social studies teachers’ understandings of vocabulary teaching and learning,” authors Janis Harmon et al. explain that to address this issue of academic stagnation, education standards—especially Common Core—are now emphasizing “disciplinary literacy, that is a focus on the specific literacy demands unique to the various content areas and the sub disciplines within each area” (272).